Objectives: In this paper, we explore the use of reflective diaries (RD) as a learning tool for students in a Swedish business school. The question we ask is: How can diaries be used to aid students in setting learning goals and directing their learning process? 

Approach: First, drawing on entrepreneurship education (EE) and management education (ME) literature, we justify the fitness of employing RD to support students in cultivating self-regulated learning. Next, we present our format of RD and explain how it was incorporated into one of the core courses within a one-year MSc program in business administration. Further, based on our analysis of available RD, we identify various approaches used by students for setting their learning goals and directing their learning processes. Finally, we discuss the implications of our findings for ME. 

Results: The results suggest multiple effects of RD on student learning. Two learner types emerged from the analysis: guided (seeking explicit external guidance) and autonomous (preferring independent reflection and analysis for devising their own learning strategies), which can be shifted over time. Transitions from guided to autonomous learning seems to be attributed to the internalisation of performance feedback received while learning from and through others. In contrast, transitions from autonomous to guided learning seems to be linked to the increasing complexity of objectives and tasks autonomous learners are engaged in while progressing in their learning journey. 

Implications: Our study offers implications for ME regarding the design of supportive and scaffolded learning environments that provide performance feedback to students with various learning needs and approaches. In this regard, the study highlights the importance of recognizing and accommodating different learner types and their preferred learning approaches. By tailoring learning experiences and providing opportunities for gradual transitions, business schools can enhance student engagement, learning outcomes, and the development of critical skills needed for navigating competitive challenges in the global landscape.  

Value/Originality: Our study examines the use of reflective diaries as a learning tool for business school students. By exploring the specific role of reflective diaries in promoting goal setting and directing the learning process, our study offers a unique perspective on how reflective diaries can be tailored to individual student needs that provide a nuanced understanding of their impact on student learning outcomes.